Professionalizing Principals: Leading Diverse Schools.Report as inadecuate

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This study examined the components of a leadership training program for principals and assistant principals designed to help them promote success for all children, particularly low-performing and diverse students. Qualitative research methods were used to examine the first year of the 2-year Coaching Principals Program. The program, rooted in cognitive science, supported administrators as they dealt with dramatic demographic changes resulting in ever increasing numbers of children who do not succeed in school. It provided large-group, 1-day sessions; individualized coaching at each administrator's site; and a 2-day leadership conference that focused on cognitive coaching. Observational, interview, document, and artifact data were collected throughout the year. Results showed how principals and assistant principals professionalized as they learned to lead diverse schools through coaching. The impact of coaching differed among principals, depending in part on the needs of their schools. (SM)

Descriptors: Cognitive Development, Cultural Awareness, Diversity (Student), Elementary Secondary Education, Instructional Leadership, Leadership Qualities, Leadership Training, Principals

Author: Ortiz, Flora Ida


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